Podcasting is a logical complement to traditional instruction in higher education since the necessary technology is in place and early research has identified the ways in which it may be usefully applied to an academic setting. When instructors were awarded equipment as part of a system-wide institutional grant, each instructor chose a course for which to develop her own strategy of podcasting use in order to meet her course’s particular needs. These needs reflected two essential drives suggested by Harris and Park (2008) in their typology of podcasting usage characteristics. The first instructor was teaching-driven, employing podcasting to augment teaching, provide additional lecture content and for use in a student discussion assignment. The second instructor attempted podcasting as part of a student assignment. Her goal was more service-driven since the students were required to complete research interviews and then share their results, whether interview or commentary, on the web. Both courses were scheduled to be taught in the fall and needed to be prepared in the summer; although the equipment did not arrive until well into the fall semester. Because the first instructor used teacher-created podcasts and vodcasts, she was able to produce the majority of these (those not requiring student participation) over the summer using the institution’s teaching lab and equipment. The first instructor felt the podcasts and vodcasts were clearly beneficial to the students and to the instructor in terms of delivering supplemental background material for the course. The second instructor had to revise the assignment, given challenges in training, scheduling and equipment availability, but felt that podcasting introduced students to a valuable channel for archiving and sharing research and other work if given more time and better skills training.
Podcasting is a wonderful way of allowing students to share their work and experiences with a potentially huge audience over the Internet. Schools are increasingly using the internet to promote what they do, and to celebrate the achievements of their children, and podcasting is an excellent way of doing this. A podcast is like a radio show, however, instead of being broadcast live, a podcast is recorded and then distributed over the internet, so that you can listen to it whenever you please. There are thousands of podcasts available, ranging from general interest entertainment shows to those which focus on specific topics (e.g. computers, music, education).
Vodcasting also called video podcasting or vlogging, adds video to the downloadable sound files podcast listeners are used to. Download the video files is a simple matter of subscribing to a vodcast in one of the many freely available directory programs. Vodcasting is the same principle as Podcasting with the addition of video. Using a subscription “feed” simply means that you can subscribe and set your computer to automatically download new content as it becomes available. One format of subscription “feed” is RSS (Really Simple Syndication). This feed can be downloaded and played directly on your computer using free software such as Windows Media Player or iTunes.
Podcasting and vodcasting allow authors to create, publish, and syndicate audio and video very simply. The great difference between podcasts, or vodcasts, and other audio/video files on the net comes in the ability to subscribe to them Podcasting and Vodcasting allows educators to reach students using a medium they are accustomed to. It can be used to interact with students and parents beyond the four walls of a classroom and can be a great facilitator to increase student engagement. Podcasting/Vodcasting is an inexpensive way to create digital content for your classroom. It is not just for high school or higher education but can also be used by elementary and middle school students.
HOW PODCASTING AND VODCASTING CAN BE INTEGRATED INTO TEACHING METHODOLOGY COURSES Teacher created Podcasts/Vodcasts: • Record classroom expectations at the beginning of the year • Classroom lectures Podcasts/Vodcasts created by outside sources: • Get information from an expert in a given field • Supplemental information Student created Podcasts/Vodcasts: • Student projects • Student radio style broadcasts
Podcasting are digital media files(most often audio, but they can be video as well), which are produced in series of files, or podcast, by using a piece of software called a podcatcher while vodcasting has actually other meanings, like videocasting,videopodcasting and videoblogging.But all these meanings refers to the use of the same technology called RSS(Rich site summary).podcasting and vodcasting can be integrated into teaching and learning through the following ways- 1. It facilitates supplemental instruction through multiple languages 2. Improve science test scores 3. teachers’ ability to share teaching examples with other teachers 4. For observing alternative strategies 5.it enhances science teaching for sharing data and data analysisanywhere and at anytime. 6. High quality of available resources.
NAME: OSHODI OLUBUNMI J. MATRIC NUMBER: YRL/08/3089
Podcasting and Vodcasting are two of the most recent technologies being explored for their usefulness in the delivery of education and training Vodcasting is the same principle as Podcasting with the addition of video. Using a subscription “feed” simply means that you can subscribe and set your computer to automatically download new content as it becomes available. Podcasting and vodcasting allow authors to create, publish, and syndicate audio and video very simply. The great difference between podcasts, or vodcasts, and other audio/video files on the net comes in the ability to subscribe to them Podcasting/Vodcasting is an inexpensive way to create digital content for your classroom. It is not just for high school or higher education but can also be used by elementary and middle school students.
HOW PODCASTING AND VODCASTING CAN BE INTEGRATED INTO TEACHING METHODOLOGY COURSES Teacher created Podcasts/Vodcasts: • Record classroom expectations at the beginning of the year • Classroom lectures Podcasts/Vodcasts created by outside sources: • Get information from an expert in a given field • Supplemental information Student created Podcasts/Vodcasts: • Student projects • Student radio style broadcasts
Podcasting and Vodcasting are two of the most recent technologies being explored for their usefulness in the delivery of education and training. Podcast, deriving from ipod and broadcast, is the term given to audio files (specifically . Mp3 files) that are regularly syndicated through web technogies such as Really Simple Syndication (RSS). While Vodcast, deriving from video-on-Demand, and video files that can be syndicated and streamed online or downloaded onto a portable media player. They can be integrated into cousre methodology through planning, publish, record, and distribution of the course content for the students. HOW PODCASTING AND VODCASTING CAN BE INTEGRATED INTO TEACHING METHODOLOGY COURSES Teacher created Podcasts/Vodcasts: • Record classroom expectations at the beginning of the year • Classroom lectures Podcasts/Vodcasts created by outside sources: • Get information from an expert in a given field • Supplemental information Student created Podcasts/Vodcasts: • Student projects • Student radio style broadcasts
ALEEM BOLANLE GHANIYU YOR/09/3030 YORUBA The term podcasting come from the combine words of ipad and broad casting refering to the technological process and the final product a spoken radio segment. While vodcasting combines the word video and broadcasting that produces a visual segment of either still digital photos or video. How they can be integrated into methodology courses in education. 1. They can be integrated into group sharing sessions that will be conducted to enable individual participants to share with others how they may use podcasting and vodcasting tools in their organisation or classroom setting. 2. They can also be integrated into group that will form to design, plan and write sample units of work or lesson plans that deploy podcasting and vodcasting tools, using the curriculum programming templates provided by the facilitator. 3. They can also help and give feedback that will be available through course notes and assistance from the facilitator.
ALAO OLAWALE T. YRL/08/3036 GROUP 13 students can access and download blog files at the community library or in school computer labs or media centers during study periods, after school, and during tutorials. SCIE NCE INSTRUCTION IN DIFFERENTIATED CLASSROOMS When thinking about the potential of blogs to increase effective instructional time, it's worthwhile to first consider how science teachers provide high - quality, differentiated science instruction for all studen ts in the classroom. Schools can increase access to science expertise by providing technical support that allows highly qualified science teachers to create text, podcasts, and vodcasts for class blogs; training other teachers to use these blogs with theit students; and providing time for the grade level teachers to meet regularly for discussions.
NAME: OYEBOLA, Bamidele C. MATRIC No.: YOR/09/3075
The word podcasting is a mixture of two words “broadcasting and from the name apple digital Mp3 player ipod”. It’s a platform that enables users’ access or captures live streaming of different audio formats, inform of live performances, ongoing lectures, songs, or any of such related events which has been uploaded to a website or a blog. Note, audio content are streamed in their original recorded format e.g. AAC. Vodcasting or Vlogging is very similar to podcasting, only that vodcasting delivers video and audio consecutively but it’s most likely to be played on a laptop than Personal Media Assistance (PMA). HOW PODCASTING AND VODCASTING CAN BE INTEGRATED INTO TEACHING METHODOLOGY COURSES. Since podcast and vodcast are internet related technologies that can be assessed anytime from any location, lecturers can used these technologies in presenting information and knowledge about a teaching methodology course like economics to their student even when they are not in their classroom APPLICATION TO MOBILE LEARNING Since podcast and vodcast can be accessed through any internet enabled devices, lecturers can make use of these technologies in making the teaching and learning of methodology courses mobile.
ADVANTAGE • The use of podcast in methodology courses will enable the visually impaired students to benefit from the class as podcast present information in audio format. • Vodcasting is suitable for students with little ability to grasp teaching through hearing alone and it is most idea for the hearing impaired students. • Slow learner will be more beneficial in the use of both tools. In conclusion the faculty could use podcasting and vodcasting as an effective and yet a demonstrative way to merge an active lecture session with online technologies by recording a particular methodology course (Economics method) and uploading the recordings to the network sharing of the faculty to enable students listen to the media files over and over again at their convenient time.
Benefits The major benefits concerning podcasts and vodcast are the different download options. A user can go directly to a website and download. However, a powerful option allows users to automatically download the latest podcast and vodcast once it is released. To do so, users simply subscribe. The subscribing process is achieved easily by using a feed reader that constantly searches for updated content.
NAME: ADEKANMBI, Lizzy Busola
ReplyDeleteMATRIC No: YOR/09/3005
Podcasting is a logical complement to traditional instruction in higher education since the necessary technology is in place and early research has identified the ways in which it may be usefully applied to an academic setting. When instructors were awarded equipment as part of a system-wide institutional grant, each instructor chose a course for which to develop her own strategy of podcasting use in order to meet her course’s particular needs. These needs reflected two essential drives suggested by Harris and Park (2008) in their typology of podcasting usage characteristics. The first instructor was teaching-driven, employing podcasting to augment teaching, provide additional lecture content and for use in a student discussion assignment. The second instructor attempted podcasting as part of a student assignment. Her goal was more service-driven since the students were required to complete research interviews and then share their results, whether interview or commentary, on the web. Both courses were scheduled to be taught in the fall and needed to be prepared in the summer; although the equipment did not arrive until well into the fall semester. Because the first instructor used teacher-created podcasts and vodcasts, she was able to produce the majority of these (those not requiring student participation) over the summer using the institution’s teaching lab and equipment. The first instructor felt the podcasts and vodcasts were clearly beneficial to the students and to the instructor in terms of delivering supplemental background material for the course. The second instructor had to revise the assignment, given challenges in training, scheduling and equipment availability, but felt that podcasting introduced students to a valuable channel for archiving and sharing research and other work if given more time and better skills training.
Keywords: teaching-driven, service-driven, journalism, literature, podcasts, vodcasts
NAME: OMOLAYO, Rhoda Bimpe
ReplyDeleteMATRIC No: YRL/08/3085
DEPARTMENT: YORUBA, 400L.
Podcasting is a wonderful way of allowing students to share their work and experiences with a potentially huge audience over the Internet. Schools are increasingly using the internet to promote what they do, and to celebrate the achievements of their children, and podcasting is an excellent way of doing this.
A podcast is like a radio show, however, instead of being broadcast live, a podcast is recorded and then distributed over the internet, so that you can listen to it whenever you please. There are thousands of podcasts available, ranging from general interest entertainment shows to those which focus on specific topics (e.g. computers, music, education).
Vodcasting also called video podcasting or vlogging, adds video to the downloadable sound files podcast listeners are used to. Download the video files is a simple matter of subscribing to a vodcast in one of the many freely available directory programs.
Vodcasting is the same principle as Podcasting with the addition of video. Using a subscription “feed” simply means that you can subscribe and set your computer to automatically download new content as it becomes available. One format of subscription “feed” is RSS (Really Simple Syndication). This feed can be downloaded and played directly on your computer using free software such as Windows Media Player or iTunes.
Podcasting and vodcasting allow authors to create, publish, and syndicate audio and video very simply. The great difference between podcasts, or vodcasts, and other audio/video files on the net comes in the ability to subscribe to them
Podcasting and Vodcasting allows educators to reach students using a medium they are accustomed to. It can be used to interact with students and parents beyond the four walls of a classroom and can be a great facilitator to increase student engagement.
Podcasting/Vodcasting is an inexpensive way to create digital content for your classroom. It is not just for high school or higher education but can also be used by elementary and middle school students.
HOW PODCASTING AND VODCASTING CAN BE INTEGRATED INTO TEACHING METHODOLOGY COURSES
Teacher created Podcasts/Vodcasts:
• Record classroom expectations at the beginning of the year
• Classroom lectures
Podcasts/Vodcasts created by outside sources:
• Get information from an expert in a given field
• Supplemental information
Student created Podcasts/Vodcasts:
• Student projects
• Student radio style broadcasts
NAME: ADERETI Rhoda Adesola
ReplyDeleteMATRIC No.: YRL/08/3010.
Podcasting are digital media files(most often audio, but they can be video as well), which are produced in series of files, or podcast, by using a piece of software called a podcatcher while vodcasting has actually other meanings, like videocasting,videopodcasting and videoblogging.But all these meanings refers to the use of the same technology called RSS(Rich site summary).podcasting and vodcasting can be integrated into teaching and learning through the following ways-
1. It facilitates supplemental instruction through multiple languages
2. Improve science test scores
3. teachers’ ability to share teaching examples with other teachers
4. For observing alternative strategies
5.it enhances science teaching for sharing data and data analysisanywhere and at anytime.
6. High quality of available resources.
NAME: OSHODI OLUBUNMI J.
ReplyDeleteMATRIC NUMBER: YRL/08/3089
Podcasting and Vodcasting are two of the most recent technologies being explored for their usefulness in the delivery of education and training
Vodcasting is the same principle as Podcasting with the addition of video. Using a subscription “feed” simply means that you can subscribe and set your computer to automatically download new content as it becomes available.
Podcasting and vodcasting allow authors to create, publish, and syndicate audio and video very simply. The great difference between podcasts, or vodcasts, and other audio/video files on the net comes in the ability to subscribe to them
Podcasting/Vodcasting is an inexpensive way to create digital content for your classroom. It is not just for high school or higher education but can also be used by elementary and middle school students.
HOW PODCASTING AND VODCASTING CAN BE INTEGRATED INTO TEACHING METHODOLOGY COURSES
Teacher created Podcasts/Vodcasts:
• Record classroom expectations at the beginning of the year
• Classroom lectures
Podcasts/Vodcasts created by outside sources:
• Get information from an expert in a given field
• Supplemental information
Student created Podcasts/Vodcasts:
• Student projects
• Student radio style broadcasts
NAME: ODETOLA OLUKUNLE ABIODUN
ReplyDeleteMATRIC NUMBER: YOR/09/3055
Podcasting and Vodcasting are two of the most recent technologies being explored for their usefulness in the delivery of education and training. Podcast, deriving from ipod and broadcast, is the term given to audio files (specifically . Mp3 files) that are regularly syndicated through web technogies such as Really Simple Syndication (RSS). While Vodcast, deriving from video-on-Demand, and video files that can be syndicated and streamed online or downloaded onto a portable media player. They can be integrated into cousre methodology through planning, publish, record, and distribution of the course content for the students.
HOW PODCASTING AND VODCASTING CAN BE INTEGRATED INTO TEACHING METHODOLOGY COURSES
Teacher created Podcasts/Vodcasts:
• Record classroom expectations at the beginning of the year
• Classroom lectures
Podcasts/Vodcasts created by outside sources:
• Get information from an expert in a given field
• Supplemental information
Student created Podcasts/Vodcasts:
• Student projects
• Student radio style broadcasts
ALEEM BOLANLE GHANIYU
ReplyDeleteYOR/09/3030
YORUBA
The term podcasting come from the combine words of ipad and broad casting refering to the technological process and the final product a spoken radio segment. While vodcasting combines the word video and broadcasting that produces a visual segment of either still digital photos or video. How they can be integrated into methodology courses in education.
1. They can be integrated into group sharing sessions that will be conducted to enable individual participants to share with others how they may use podcasting and vodcasting tools in their organisation or classroom setting. 2. They can also be integrated into group that will form to design, plan and write sample units of work or lesson plans that deploy podcasting and vodcasting tools, using the curriculum programming templates provided by the facilitator. 3. They can also help and give feedback that will be available through course notes and assistance from the facilitator.
ALAO OLAWALE T.
ReplyDeleteYRL/08/3036
GROUP 13
students can access and download
blog files at the community library or in school computer labs or media centers during study
periods, after school, and during tutorials. SCIE
NCE INSTRUCTION IN DIFFERENTIATED
CLASSROOMS When thinking about the potential of blogs to increase effective instructional
time, it's worthwhile to first consider how science teachers provide high
-
quality, differentiated
science instruction for all studen
ts in the classroom. Schools can increase access to science
expertise by providing technical support that allows highly qualified science teachers to create
text, podcasts, and vodcasts for class blogs; training other teachers to use these blogs with theit
students; and providing time for the grade
level teachers to meet regularly for discussions.
NAME: OYEBOLA, Bamidele C.
ReplyDeleteMATRIC No.: YOR/09/3075
The word podcasting is a mixture of two words “broadcasting and from the name apple digital Mp3 player ipod”.
It’s a platform that enables users’ access or captures live streaming of different audio formats, inform of live performances, ongoing lectures, songs, or any of such related events which has been uploaded to a website or a blog. Note, audio content are streamed in their original recorded format e.g. AAC.
Vodcasting or Vlogging is very similar to podcasting, only that vodcasting delivers video and audio consecutively but it’s most likely to be played on a laptop than Personal Media Assistance (PMA).
HOW PODCASTING AND VODCASTING CAN BE INTEGRATED INTO TEACHING METHODOLOGY COURSES. Since podcast and vodcast are internet related technologies that can be assessed anytime from any location, lecturers can used these technologies in presenting information and knowledge about a teaching methodology course like economics to their student even when they are not in their classroom
APPLICATION TO MOBILE LEARNING
Since podcast and vodcast can be accessed through any internet enabled devices, lecturers can make use of these technologies in making the teaching and learning of methodology courses mobile.
ADVANTAGE
• The use of podcast in methodology courses will enable the visually impaired students to benefit from the class as podcast present information in audio format.
• Vodcasting is suitable for students with little ability to grasp teaching through hearing alone and it is most idea for the hearing impaired students.
• Slow learner will be more beneficial in the use of both tools.
In conclusion the faculty could use podcasting and vodcasting as an effective and yet a demonstrative way to merge an active lecture session with online technologies by recording a particular methodology course (Economics method) and uploading the recordings to the network sharing of the faculty to enable students listen to the media files over and over again at their convenient time.
Benefits
The major benefits concerning podcasts and vodcast are the different download options. A user can go directly to a website and download. However, a powerful option allows users to automatically download the latest podcast and vodcast once it is released. To do so, users simply subscribe. The subscribing process is achieved easily by using a feed reader that constantly searches for updated content.